DD (Reception) "emotional development below expectations"

[bohobeanie]

DD started school in September, just received first report (parents' eve tomorrow). She is "below expectations" on all three aspects of "emotional development".

I know she's quiet at school, but I feel wretched!

What does that actually mean? And what does the school propose to do about it? Any suggestions to help you? It makes me very cross the way some teachers are so quick to label such young children. After all, she wouldn't even be in school if she were living on the continent! Please don't worry - let your daughter progress at her own pace.

Blimey. And who exactly decided what they ought to 'expect'

Weird thing to have on a report.
When is her birthday?

we got something like this when dd started school, but hers was more to do with academic development (or lack of it in dd's case). The school had very high expectations considering she was just over 4 when she started! Does your dd like school? Is she making friends?
good luck for parents eve.

Thanks for your responses.

We hope to find out what it actually means at parents' eve.

She's September born , so one of the oldest, but was quiet at nursery (happy to chat 1:1, but unlikely to volunteer information in a group, for example). She likes school, although has said a couple of times it's "boring" - with literacy, apparently she's "at or above expectations" - and she has made friends.

I agree, I think it's kind of early to have a report.

What are the '3 aspects of emotional development'?
My DD's in reception - I'm just pleased with her for going through the door each morning.

I have linked to the Early Years Foundation stage and the relevant page, just to give you an idea of hat they will be talking about. Hope it helps.

here

Should have said, try not to worry. It is so early on in the term I am surprised they have given a report and also flagged this up. Children change so much and starting school can be such a big shock that it affects their whole personality. You know your own DD better than anyone else.

This is why these tick box type school reports are far from ideal. They need to provide a proper explanation. I hope you get this at parents' evening.

If she is just a quieter child though, you might need to have a discussion about this with the teachers. If a less experienced teacher tries to apply the goals too rigidly they can forget that it simply isn't in some children's nature to behave in particular ways iyswim. sometimes they need to accept that all children won't fit in with these quite formulaic ways of behaving.

Good link QandA. I know lots of adults who don't meet those development goals. It does all sound a bit sledgehammer/nut. If she is happy and making friends then that seems to be the main thing. It could be an inexperienced or overworked teacher being a bit thoughtless. You should pull them up (nicely) on this though. I know lots of teachers hate the bureaucracy but are forced to do it. Even so, they can do with a bit of humanity. good luck for parents's evening

Similarly at nursery ds's (very inexperienced on all accounts) keyworker kept going on about how he needed to do this and that socially. She wasn't saying there was anything wrong but that he was 'behind' socially. I was upset initially but then realised I know his personality, I know him and that he would probably just take a bit of time to get there and in some ways would never fit her very set way of how a child should behave etc.

Flightattendant the government decided what the average reception child should be able to do.
The Personal Social & Emotions Development section plays a huge part in both the curriculum and assessment profile I'm afraid so it isn't at all weird to have it on a report. This area is considered the best indicator of children's future achievement which is why the school has raised concern.

bohobeanie have they indicated what areas she may be struggling with at the moment.
It covers things like being able to dress and undress, take turns and share and choosing resources independently.

Thanks Mrz,

For what it's worth, I meant that I thought it was a bit odd to grade a child on these things at such a tender age. I mean there are huge variations in social/emotional development at this age, it doesn't necessarily mean the kids who are 'behind' on it are doomed to failure does it?

Seems really bizarre if so.

Yes surely it can be for example because an only child hasn't had as much exposure to other children and just needs some time to get used to it all?

She's only just started school fgs. My ds started school in September and when we had Parents evening last week, the teacher's only concern was whether the children had settled in.
I think that when you go to Parents Evening tomorrow you will get a better idea of what the teacher's concerns are. It does seem a bit premature to label a child after 6 or 7 weeks.
I would be really annoyed tbh.
Try not to get upset,i know it is difficult when it comes to your child, but it is important to approach this matter in a calm ,rational manner.
Let us know how it goes.

flightattendant I'm afraid it is all part of EYFS (which starts assessing such things from birth!) so that carers and teachers can plan for next steps in development

I have resigned myself to the fact that at Parents evening and in reports I will have described to me a child I don't recognise in language and against standards I don't understand.

My DD sounds very similar to yours - very quiet, particularly in a group. She has settled well and has friends but is not forthcoming. This doesn't mean that she is "behind" - it is who she is! Thankfully, her teacher (who I suspect was like my DD when she was younger) recognizes that my daughter is "an observer", someone "who looks before she leaps". I'm sorry, but imo it is utterly ridiculous to be predicting the outcomes of such young children on the basis of government tick boxes. When will this government stop treating children like widgets? Urrrrgh - rant over!

Reports like that mean nothing to us parents only to those who have to place the ticks.
At parent's evening why not ask What would you like to see her doing, that she isn't doing now? If you have some really description you might be able to work towards that (if you agree with it).

Hia

My LO was very shy in reception and clammed up when the teacher did the baseline asessments. I cried after the first parents evening and was told he was "well below average" with regards to Literacy/English (whatever the correct term is).

However, he has done really well with this subject in the last year and the teacher and I agreed the intital scores were low due to shyness.

Starting school is a big step and the teachers do not have long to observe before coming up with the baseline assessment, they can only report on what they actually see the child doing, so if a child clams up due to shyness it can possibly affect the score. Some teachers give more away than others and I found it very worrying at first and a little harsh. But I am pleased now I was armed with the teachers view and was able to work with LO and the teacher to get a more accurate view at later parents evenings.

Work with the teacher to try and build confidence in your LO and hopefully you will start to see a difference soon.

What aload of rubbish !
If the govt seriously think they can predict a 4 yo 's life success by how confidently they select resources after a few weeks at school they need to have their bumps felt.
Some children are just more circumspect than others.they are naturally cautious initially and like to hang back and observe to begin with
Believe me a personality with the tendency to leap with feet flying into everything in life could get into a lot of hot water.

Having read the link Q&A pointed us to (thanks) I can think of lots and lots of kids in dd's class (Year 2) who would not measure up well against these criteria, so try not to worry about your reception kids just yet! I can also think of plenty of adults who'd struggle to come up to scratch!

Also I am very, very at blithedance's post.

I think the best thing you can do is ask the teacher what they think would help, but try not to worry too much - at this stage as long as they go in happily, and seem to be engaged in what is going on on an daily basis, you don't have to worry too much.

I'm sure the teacher will have a plan if you ask....

I strongly suspect that assessments done at the start of the year are a little on the low side. Then the teachers spend all year doing their wonderful work before doing another assessment in the summer and, hey presto, they can prove that they have been able to massively improve the results of the children they are teaching. It's not really in the interests of the teacher to have a class of children assessed as 'above expectations' at the start of the year - where does it leave them when they try and prove progress through the year? [pip feeling uncharateristically cycnical emoticon].

If only life were so simple...

Thanks for all your thoughts, they really helped.

Feel very reassured after parents' eve yesterday - DS's teacher was very apologetic when she realised how worried I was. She does not like the tick box approach and was at pains to say how well DS has adapted to school. She is reserved, but happy.

Still a bit galling that quieter children may generally be marked down in this area, though.

If teacher had not flagged up this issue and it became problematic I bet all of you criticising the system would wonder why the teacher didn't pick up on it!